Response to Intervention (RTI) There is no single, absolute definition of RTI. A quick and descriptive summary, though, comes from the National Center on RTI and reads: “With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (NCRTI, 2010)” http://nichcy.org/schools-administrators/rti#what In the context of the PST process, a student who exhibits persistent, especially low performance on an important area of problem solving such as using critical or creative thinking skills would get extra instruction more tailored to his or her needs from the classroom teacher. If this intervention did not work, then additional, extra instruction would be sought with the collaboration of other teachers. While this extra intervention is being provided, the student’s performance is monitored more closely to determine as early as possible to what degree the intervention is helping. If it is helping, then it is continued until the student is performing at the same level as the rest of the class. If the intervention is not working, it is discontinued and another type of intervention is put in its place.
There is no single, absolute definition of RTI. A quick and descriptive summary, though, comes from the National Center on RTI and reads:
“With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (NCRTI, 2010)”
http://nichcy.org/schools-administrators/rti#what
In the context of the PST process, a student who exhibits persistent, especially low performance on an important area of problem solving such as using critical or creative thinking skills would get extra instruction more tailored to his or her needs from the classroom teacher. If this intervention did not work, then additional, extra instruction would be sought with the collaboration of other teachers. While this extra intervention is being provided, the student’s performance is monitored more closely to determine as early as possible to what degree the intervention is helping. If it is helping, then it is continued until the student is performing at the same level as the rest of the class. If the intervention is not working, it is discontinued and another type of intervention is put in its place.